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Teacher well-being has been shown to play a central role in the quality of teaching and student achievement (Day &amp; Gu, 2009;  Klusmann, Kunter, Trautwein, Lüdtke, &amp; Baumert, 2008 ). However, the teaching profession is currently in crisis as it faces record rates of burnout and attrition ( Borman &amp; Dowling, 2008 ;  Hong, 2010 ;  Lovewell, 2012 ), including stressors specific to the changing nature of foreign language teaching ( Hiver &amp; Dörnyei, 2015 ;  Wieczorek, 2016 ) and to higher education ( Kinman &amp; Wray, 2013 ). This study seeks to understand how language teachers perceive of and experience their emotional well-being and what strategies they employ to manage it. Through a series of 12 in-depth, semi-structured interviews with ESL/EFL tertiary-level teachers in the United States, Japan and Austria, we explore a range of contexts examining how participants perceive of factors that add to or detract from their emotional well-being, the challenges and joys these teachers face in their professional and personal lives, and the most salient emotional regulation strategies that they employ to manage their emotions.

Exploring University ESL/EFL Teachers’ Emotional Well-Being and Emotional Regulation in the United States, Japan and Austria